scholarly journals Professional Development for New Classroom Spaces: Extending the Concerns-Based Adoption Model

2018 ◽  
Vol 6 (2) ◽  
pp. 58-66
Author(s):  
Karen Joy Haines
Keyword(s):  
Professional Development ◽  
Collaborative Learning ◽  
Teacher Development ◽  
Development Strategies ◽  
First Year ◽  
Learning Spaces ◽  
Concerns Based Adoption Model ◽  
Tertiary Institution ◽  
Adoption Model

This article outlines how a tertiary institution designed professional development, during the first year of a long-term building initiative, to support teachers moving into new collaborative learning spaces. The Concerns-Based Adoption Model (CBAM) is used to reflect on professional development strategies employed to support teachers into using new classroom spaces. The stages of the CBAM were useful in considering the value of resources created for teacher development. The paper concludes with a discussion as to how effective the model proved to be in relation to teachers’ expressed concerns, and suggests expanding the CBAM parameters to reflect the complexity of professional development design for next-generation learning spaces.

Target Inquiry

2017 ◽  
pp. 383-416
Author(s):  
Tanya Gupta ◽  
Deborah Herrington ◽  
Ellen J. Yezierski
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Science Teachers ◽  
Effective Teacher ◽  
Teacher Experiences ◽  
Study Approach ◽  
Change In Teacher Practice ◽  
Teacher Professional ◽  
The Impact

Researchers have identified several features of effective teacher professional development. Yet, there is little research on long-term Professional Development (PD) programs that provides information on the impact of such programs on in-service teacher experiences and practice during long-term PD. A qualitative case-study approach was used to investigate the impact of the Target Inquiry (TI), a long-term PD program, on change in teacher practice and the factors that support or impede these changes. The TI program is for science teachers who wish to earn a Master of Education focused on advanced content or to complete a 15-credit certificate program. Bell & Gilbert's model of teacher development and Spillane's model of teacher enactment of reforms were used as a frameworks to examine change. Teachers reported that participating in long-term PD, when combined with the necessary tools, resources, and strategies empowered them to embrace an inquiry-based practice.

Teacher Development: Strategies and Perception

2017 ◽  
Vol 8 ◽  
pp. 69-78
Author(s):  
Padam Lal Bharati ◽  
Subas Chalise
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
English Language ◽  
Development Strategies ◽  
Language Teachers ◽  
Efl Teachers ◽  
English Language Teachers ◽  
English Speaking ◽  
Teachers Professional Development ◽  
Clear Idea

Aspects of teachers’ professional development in general and EFL teachers in non-English speaking countries in particular are issues that warrant constant research. Although these are widely researched areas internationally, within Nepal grounded professional development studies have been sparsely carried out. A considerable section of practicing English language teachers has no clear idea of the issue although it directly concerns themselves. Against this backdrop, this article explores some EFL teachers’ perception on the concept of teacher development in a relatively sophisticated centrally located town of Nepal.The Saptagandaki Journal Vol.8 2017: 69-78

Assessment of Professional Development for Teachers in the Vocational Education and Training Sector: An Examination of the Concerns Based Adoption Model

2012 ◽  
Vol 56 (2) ◽  
pp. 182-204 ◽  
Author(s):  
Rebecca Saunders
Keyword(s):  
Professional Development ◽  
Vocational Education ◽  
Development Program ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Pedagogical Practice ◽  
Concerns Based Adoption Model ◽  
Adoption Model ◽  
And Training ◽  
Professional Change

The purpose of this article is to describe the use of the Concerns Based Adoption Model (Hall & Hord, 2006) as a conceptual lens and practical methodology for professional development program assessment in the vocational education and training (VET) sector. In this sequential mixed-methods study, findings from the first two phases (two of five) of data collection and analysis are used as examples to profile the journeys of professional change experienced by 27 VET teachers involved in a four-year systemic-change professional-development initiative designed to extend and refine their pedagogical practice. The examples support the view that a Concerns Based Adoption Model provides an effective framework for better understanding teachers' professional change in a VET context. The conceptual and practical usefulness of this approach is discussed in terms of its implications for the future design, implementation and assessment of professional development initiatives.

Diagnosis, clinical features, management, and post-natal follow-up of fetal tachycardias

2009 ◽  
Vol 19 (5) ◽  
pp. 486-493 ◽  
Author(s):  
Rajka Lulić Jurjević ◽  
Tomaž Podnar ◽  
Samo Vesel
Keyword(s):  
Clinical Features ◽  
Antiarrhythmic Drugs ◽  
Significant Proportion ◽  
First Year ◽  
Fetal Hydrops ◽  
Tertiary Institution ◽  
Long Term Prognosis ◽  
First Year Of Life

AbstractObjectiveTo evaluate the diagnosis, clinical features, management and post-natal follow-up in consecutive fetuses identified with tachycardia.MethodsWe reviewed consecutive fetuses with tachycardia identified in a single tertiary institution between January, 2001, and December, 2008. We considered several options for management, including no treatment but close surveillance, trans-placental antiarrhythmic therapy in fetuses presenting prior to 36 weeks of gestation, and delivery and treatment as a neonate for fetuses presenting after 36 weeks of gestation. Data was gathered by a review of prenatal and postnatal documentation.ResultsAmong 29 fetuses with tachycardia, 21 had supraventricular tachycardia with 1 to 1 conduction, 4 had atrial flutter, 3 had atrial tachycardia, while the remaining fetus had ventricular tachycardia. Of the group, 8 fetuses (27.6%) were hydropic. Transplacental administration of antiarrhythmic drugs was used in just over half the fetuses, delivery and treatment as a neonate in one-quarter, and no intervention but close surveillance in one-sixth of the case. Twenty-six of 29 fetuses (89.7%) were born alive. Only patients with fetal hydrops suffered mortality, with 37.5% of this group dying, this being statistically significant, with the value of p equal to 0.03, when compared to non-hydropic fetuses. Only 3 patients (11.5%) were receiving antiarrhythmic prophylaxis beyond the first year of life.ConclusionA significant proportion of fetal tachycardias recognized before 36 weeks of gestation can be treated successfully by transplacental administration of antiarrhythmic drugs. Fetuses presenting after 36 weeks of gestation can be effectively managed postnatally. The long-term prognosis for fetuses diagnosed with tachycardia is excellent, with the abnormal rhythm resolving spontaneously during the first year of life in most of them.

scholarly journals A professional development programme for implementing indigenous play-based pedagogy in kindergarten schools in Ghana

2020 ◽  
pp. 1-11
Author(s):  
Felicia Elinam Dzamesi ◽  
Judy van Heerden
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Positive Impact ◽  
National Curriculum ◽  
Development Programme ◽  
First Year ◽  
Attitudes And Practices ◽  
Essential Components ◽  
Professional Development Programme ◽  
Implementation Data

In this article we report on the development and implementation of a professional development programme for teachers of the kindergarten curriculum (4–5 year olds) in Ghana. Kindergarten teachers in Ghana have little experience and meagre training in implementing a play-based pedagogy as recommended in the national curriculum. An indigenous play-based kindergarten teacher development programme was developed and successfully used to improve participating teachers’ knowledge, skills, attitudes and practices during the first year of its implementation. Data collected through classroom observation, interviews, photographs, participating teachers’ reflective journals and an evaluation questionnaire revealed that this programme had a positive impact on classroom practices and learners’ active participation in learning. The essential components of the programme are described as a guide for professional teacher development for delivering indigenous play-based pedagogy (IPBP) in early childhood education.

scholarly journals Practitioner capability

2014 ◽  
Vol 4 (3) ◽  
pp. 284-300 ◽  
Author(s):  
Sara Smith ◽  
Jan Martin
Keyword(s):  
Collaborative Learning ◽  
Critical Reflection ◽  
Training Programme ◽  
Biomedical Science ◽  
Learning Spaces ◽  
Post Intervention ◽  
Content Type ◽  
Creative Learning ◽  
Long Term Impact

Purpose – The purpose of this paper is to investigate the role of creative activity and storytelling in assisting development of students’ reflective ability and critical thinking. Design/methodology/approach – Eight biomedical science students undertaking year-long work-based placements took part in this action research study. A coding scheme was designed to assess students’ reflections initially and at each stage of the study. Intervention activities involved students using mood boards, images and storytelling to assist development of creative learning spaces with a thematic approach employed to analyse both personal and collective reflections. Post-intervention evaluation considered possible long-term impact on students’ reflective ability. Findings – Students’ pre-intervention reports showed little reflection focusing mainly on competence demonstration and descriptive situation summaries. During the intervention workshops, all students demonstrated both identification of self as a practitioner and a critically reflective approach. However, this was not maintained long term as initial post-intervention reports tended to revert to a more descriptive style of writing suggesting longer-term support is required. Research limitations/implications – The importance of further research into the long-term usefulness of creative collaborative learning spaces in work-based programmes is suggested. Originality/value – This is the first study investigating the approach to supporting critical reflection during work placement in biomedical scientists. It is suggested that the current competence-based training programme provides limited opportunities for developing and embedding critical reflection. Where opportunities are provided, such as creative learning spaces, students’ critical reflection was greatly enhanced. However, it appears essential that this approach is maintained throughout training as critically reflective skills developed during collaborative learning have limited transferability to subsequent reflective report writing.

CARDIOLOGICAL PROBLEMS IN THE LONG-TERM PERIOD IN CHILDREN AFTER AORTIC COARCTATION SURGERY TREATMENT IN THE FIRST YEAR OF LIFE

2018 ◽  
Vol 97 (3) ◽  
pp. 24-28
Author(s):  
M.R. Tumanyan ◽  
◽  
A.A. Svobodov ◽  
E.G. Levchenko ◽  
A.G. Anderson ◽  
...  
Keyword(s):  
Aortic Coarctation ◽  
First Year ◽  
First Year Of Life

Muenke syndrome: long-term outcome of a syndrome-specific treatment protocol

2019 ◽  
Vol 24 (4) ◽  
pp. 415-422 ◽  
Author(s):  
Bianca K. den Ottelander ◽  
Robbin de Goederen ◽  
Marie-Lise C. van Veelen ◽  
Stephanie D. C. van de Beeten ◽  
Maarten H. Lequin ◽  
...  
Keyword(s):  
Treatment Protocol ◽  
First Year ◽  
Ventricular Size ◽  
Term Outcome ◽  
Long Term Outcome ◽  
Skull Growth ◽  
Muenke Syndrome ◽  
First Year Of Life

OBJECTIVEThe authors evaluated the long-term outcome of their treatment protocol for Muenke syndrome, which includes a single craniofacial procedure.METHODSThis was a prospective observational cohort study of Muenke syndrome patients who underwent surgery for craniosynostosis within the first year of life. Symptoms and determinants of intracranial hypertension were evaluated by longitudinal monitoring of the presence of papilledema (fundoscopy), obstructive sleep apnea (OSA; with polysomnography), cerebellar tonsillar herniation (MRI studies), ventricular size (MRI and CT studies), and skull growth (occipital frontal head circumference [OFC]). Other evaluated factors included hearing, speech, and ophthalmological outcomes.RESULTSThe study included 38 patients; 36 patients underwent fronto-supraorbital advancement. The median age at last follow-up was 13.2 years (range 1.3–24.4 years). Three patients had papilledema, which was related to ophthalmological disorders in 2 patients. Three patients had mild OSA. Three patients had a Chiari I malformation, and tonsillar descent < 5 mm was present in 6 patients. Tonsillar position was unrelated to papilledema, ventricular size, or restricted skull growth. Ten patients had ventriculomegaly, and the OFC growth curve deflected in 3 patients. Twenty-two patients had hearing loss. Refraction anomalies were diagnosed in 14/15 patients measured at ≥ 8 years of age.CONCLUSIONSPatients with Muenke syndrome treated with a single fronto-supraorbital advancement in their first year of life rarely develop signs of intracranial hypertension, in accordance with the very low prevalence of its causative factors (OSA, hydrocephalus, and restricted skull growth). This illustrates that there is no need for a routine second craniofacial procedure. Patient follow-up should focus on visual assessment and speech and hearing outcomes.

Engineering for good: A case of community driven engineering innovation

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Chinweike Eseonu ◽  
Martin A Cortes
Keyword(s):  
Engineering Students ◽  
Technology Innovation ◽  
Local Communities ◽  
First Year ◽  
Engineering Curriculum ◽  
Engineering Design Process ◽  
The World ◽  
The University ◽  
Social Consideration

There is a culture of disengagement from social consideration in engineering disciplines. This means that first year engineering students, who arrive planning to change the world through engineering, lose this passion as they progress through the engineering curriculum. The community driven technology innovation and investment program described in this paper is an attempt to reverse this trend by fusing community engagement with the normal engineering design process. This approach differs from existing project or trip based approaches – outreach – because the focus is on local communities with which the university team forms a long-term partnership through weekly in-person meetings and community driven problem statements – engagement.

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